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And Others TITLE Are You Going to Teach About Africa? INSTITUTION African-American Inst., New York, N.Y DOCUMENT RESUME ED 044 324 SO 000 293 AUTH03 Collins, H. Thomas; And Others TITLE Are You Going to Teach About Africa? INSTITUTION African-American Inst., New York, N.Y. SPONS AGENCY New York State Education Dept., Albany. Center for International Programs and Cooperative Services.; Off.".ce of Education (DHEW) , Washington, D.C. PUB DATE Aug 70 NOTE 92p. AVAILABLE FROM African-American Institute, 866 United Nations Plaza, New York, New York 10017 ($2.00; quantity discount) EDRS EDRS Price 1E-S0.50 HC-$4.70 DESCRIPTORS *African Culture, *African History, Area Studies, Bibliographies, *Curriculum Guides, Elementary Grades, Inservice Teacher Education, *Resource Guides, Seconuary Grades, *Teaching Guides ABSTRACT this guide for educators at the elemkintary and secondary levels contains articles written by people directly concerned with African stAies. Charles Sillings, in his article, "Africa in the Curriculum," offers a rationale for African studies and puts forward a number of useful suggestions regarding content, approaches and emphases. Commonly held myths about Africa, which provide a good starting place for an African unit, and a critique of recommended secondary school paperbacks and their suggested use, are dealt with in separate articles by Susan Hall. In "Nfrican Studies Resources," Harry Stein and Monica Fletcher suggest items representing the range of African materials available for classroom use. Barry Beyerts article provides guidelines and insights for anyone who is responsible for developing in- service activities for teachers of African studies. A chart at the back indicates for each of the independent states of Africa: Capital city, area, population, year of independence, pre-independent status, present State and Government leadership, and how the present government came to power. (JLB) II. S. OtIARTMENT OP HEALTH. IDUCATIO4 ri WELFARE OFFICE OF EDUCATION tr THIS DOCUMENT HAS IIIEN REPRODUCED EXACTLY Al AIMED FROM THE PERSON OR .46 ORGANIATION ORIGINATING IT POINTS Of VIEW OR OPINIONS STATED DO NOT WES. %ARIL, REPRESENT OFFICIAL Oct iCt OF ECU- CATION POSITION OR POLICY C21 Lid Areyou going to teach about AFRICA? SCHOOL SERVICES DIVISION I 4) AFRICAN c( AMERICAN INSTITUTE :14 V) 1 The AFRICANAMERICAN INSTITUTE Is the major U.S. private organization working to further African development and to strengthen understanding between the United States and Africa. The School Services Division was created under a grant from 0-,e Carnegie Corporation to further AAI's efforts by assisting classroom teachers to increase the quantity and improve the quality of their teaching about Africa. In Memory Of F'. P. Th:s booklet was tommissiooed and funded by the Offitt of tdvcation through the Center of Inter-atonal P.-ograms and Cooperative 4MA; of the New Yotk StateUe- oartrnent of Education. Contractors undwaking work und the auspicesof the U.S. Office of Education are encouraged to express freely the,: pru!essionat jtAgrnent 'nthe conduct of the project. Points of view or opinions stated in this booklet do not,there- fore, rteressarily represent official Office of Iducat;on position or polity. AFRICAN - AMERICAN INSTITUTE Are you going to teach about AFRICA? Some considerations for educators concerned with the study of Africa in the schools. F.dited by the &ad School Settlers Division Itican-Ametkan lwittete H. Thomas Collins, Director Harry Stein, educational Materials Clifton Collins, in-Service Programs Carol Francis, Program issistant L. Monica Fletcher, Program Assistant Lisa rierttman, Ste§ Secretary Susan .1. Hall, Conboat TABLE OF CONTENTS Page FOREWORD 1 INTRODUCTION 3 AFRICA IN THE CURRICULUM 7 Charles F edlings AFRICAN MYTHOLOGY 12 Susan Hall AFRICAN PAPERBACK TEXTS A CRITICAL RE% IEW 21 Susan Han AFRICAN STUDIES RESOURCES 52 Harry Stein and Monica Fletcher TEACHER, STUDENTS AND AFRICAN STUDIES INSTITUTES SOME REFLECTIONS 63 Barry K. Beyer INDEPENDENT STATES OF AFRICA DATA SHEET 79-84 1 FOREWORD It is not our intention to offer this small booklet as the final word (or those concerned with incorporating Africa into the curriculum. Rather, it is hoped that these articles all written by persons who are directly concerned with how Africa is presented will prove helpful in getting others started at a time when we cannot any longer remain unconcerned with our neighbors. Today over 300 million Africans are our neighbors! This booklet was prepared under a grant from the United States Office of Education awarded to the African-American Institute through the Center for International Programs and Cooperative Studies, State University of New York, State Department of Education to survey nine EPDA institutes for teachers that included Africa during summer, 1969. Althonh it does not deal directly with the iesults of this survey. the booklet brings together many ideas that were generated by the study and felt to be valuable to educators concerned with Africa in the schools. Ne wish to thank Dr. Charles Foster, Educational Program Specialist, U S. Office of Education, and Mr. Norman Abramowitz, Associate in the Center for International Programs and Cooperative Studies, New York State Department of Education, for their assistance in making both the Survel and this booklet possibb. We also wish to thank Dr. Barry Beyer, Director of Project Africa, Carnegie-Mellon University, Pitts- burgh, and those members of MI's National Advisory Committee Miss June Gilliard, AssociAte Supervisor of Social Studies, North Carol- ina State Department of Education; Dr. Alexander Moore, Curriculum Studies Coordinator, Indianapolis Public Schools; Mr. Edward J. Shaugh- nessy, formerly Lecturer in Sociology, the New School for Social Research, New York; and Mr. Curtis Wilson, Cleveland State Univer- sity, Department of History who assisted in carrying out the Survey. Their recommendations are reflected in this booklet. 1 INTRODUCTION "You will never advance far in your understanding of another culture if you devote yourself to exclaiming that some things about it are wonderful and other things are terrible. This comes wider the heading of entertainment and should not be confused with understanding. No society isall good or all bad, and the discovery that any particular society Is compounded of both good and bad is not a very impressive finding. What you must try to do is to understand what problems a society faces; why it has developed the way it has; why is has certain characteristics rather than others; why it does some things so well and other things very badly." John Gardner No Easy Victories, p 165 Gardner's statement may well deserve fn be inscribed inside the cover of the lesson plan book of every teacher attempting to teach about Africa. For it captures a profound truth. Unfortonately, the study of Africa in American classrooms oftentimes comes closer to fostering what Gardner describe, as "tntertainment" rather than developing any genuine understanding. Many reasonc for this unfortunate condition can be cited. First, Africa has never been an area of major concern for the vast majority of Americans. All one must do to realize this is to check care- fully the daily newspapers in this country for news items dealing with Aft ican affairs. One immediately becomes convinced that Africa and its attendant problems are not central to most American's concerns. This indifference has tended to carry over into the schools. Fortunately, recent years have witnessed a noticeable change of attitude among many educators concerning Africa's importance. For a number of valid reasons, more school systems and teachers are now beginning to in- clude material on Africa in their curriculums. Optimism regarding the future of African studies may well be pre- matvre, however. This is because few teachers have had sufficient academic preparation to teach about the continent. Added to this is an equally disturbing reality: few teachers have had the time to identify and read accurate books on Africa. Occasionally, of course, individuals have studied Africa in some depth or have visited one or more countries; these people are, however, the rare exceptiorts. Thus s. e have the major- ity of concerned teachers attempting to do a satisfactory job without the training necessary. Consequently, many have avoided spending time on the subject with their students. el / 3 Yet the study of Africa is an integral part of the study of mankind. Itis this observation that Charles Billings makes so evident in this booklet's opening article. Dr. Billings originally presented his paper at a conference on teaching about Africa sponsored by the United States Office of Education in the spring, 1970. Besides offering a rationale for African studies, he also puts forward a number of useful suggestions regarding content, approaches and emphasis that should be kept in mind by those developing new units or lessons for students. Coupled with the critical factor of the lack of sufficient teacher preparation in African studies, is the squally disturbing reality that students already possess a great deal of mythology regarding Africa. This makes the teacher's job even more difficult. In fact, it necessitates initial teaching approaches specifically designed to counter stereotypes and myths if objective learning is to occur. The article by Susan Hall deals with commonly held myths about Africa. Hopefully, it will provide a good starting point for classroom teachers, as well as other persons corcerned with implementing new units in the curriculum. Simply dispelling the myths outlined by Hall could go a long way toward advancing the study of Africa in schools. An additional problem exists. The selection of the teaching materials by the teacher largely determines the directions the class will follow in its study. Most classroom discussion, much of the new information gained by students, testing, and other activities are largely conditioned by the 'text'. Wnether that 'text' is a chapter in a traditional world ll.story textbook or any one of the numerous softcover publications now avail- able, makes little difference. The material used imposes an element of control on the potential learning experiences.
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